A 2-set-up Routley-Meyer Semantics for the 4-valued Relevant Logic E4

The logic BN4 can be considered as the 4-valued logic of the relevant conditional and the logic E4, as the 4-valued logic of (relevant) entailment. The aim of this paper is to endow E4 with a 2-set-up Routley-Meyer semantics. It is proved that E4 is strongly sound and complete w.r.t. this semantics

Relational Semantics for the Paraconsistent and Paracomplete 4-valued Logic PŁ4

The paraconsistent and paracomplete 4-valued logic PŁ4 is originally interpreted with a two-valued Belnap-Dunn semantics. In the present paper, PŁ4 is endowed with both a ternary Routley-Meyer semantics and a binary Routley semantics together with their respective restriction to the 2 set-up cases

Relational Semantics for the Paraconsistent and Paracomplete 4-valued Logic PŁ4

[EN] The paraconsistent and paracomplete 4-valued logic PŁ4 is originally interpreted with a two-valued Belnap-Dunn semantics. In the present paper, PŁ4 is endowed with both a ternary Routley-Meyer semantics and a binary Routley semantics together with their respective restriction to the 2 set-up cases.SIMinisterio de Ciencia e Innovación (MCIN/AEI/ 10.13039/501100011033

La intervención escolar en los trastornos del espectro autista

[Resumen] La integración social y escolar de los niños con trastorno del espectro autista es un hecho consumado desde los últimos años. Sin embargo, su práctica debe considerar una serie de adaptaciones y ajustes. Las limita- ciones que manifiestan estos niños son muy variadas y heterogéneas, lo que en la práctica escolar debe traducirse por una actuación educativa que de respuesta a sus necesidades y habilidades. El objetivo del presente artícu- lo es revisar algunas cuestiones centrales para la intervención psicoeducativa de los niños con trastorno de espectro autista, las modalidades de escolarización y las adapta- ciones tanto curriculares como sociales. Se proponen algunas mejoras para la puesta en marcha efectiva de las diferentes medidas educativas a adoptar.[Abstract] The social and school integration of chil- dren with autistic spectrum disorders is a fait accompli in recent years. However, its practi- ce must consider a series of adaptations and adjustments. These children show a variety of heterogeneous limitations, what in the school practice must be translated into an educative performance that responds to their needs and abilities. The goal of this article is to revise some vital questions for the psychoeducative intervention in children with autistic spectrum disorders, for the different schooling systems and for the curricular or social adaptations. Improvements are proposed in order to carry out an effective launch of the different educa- tive measures that must be taken

Relational semantics for the 4-valued relevant logics BN4 and E4

The logic BN4 was defined by R.T. Brady in 1982. It can be considered as the 4-valued logic of the relevant conditional. E4 is a variant of BN4 that can be considered as the 4-valued logic of (relevant) entailment. The aim of this paper is to define reduced general Routley-Meyer semantics for BN4 and E4. It is proved that BN4 and E4 are strongly sound and complete w.r.t. their respective semantics

Enhanced dimerization of TiOCl under pressure: spin-Peierls - to - Peierls transition

We report high-pressure x-ray diffraction and magnetization measurements combined with ab-initio calculations to demonstrate that the high-pressure optical and transport transitions recently reported in TiOCl, correspond in fact to an enhanced Ti3+-Ti3+ dimerization existing already at room temperature. Our results confirm the formation of a metal-metal bond between Ti3+ ions along the b-axis of TiOCl, accompanied by a strong reduction of the electronic gap. The evolution of the dimerization with pressure suggests a crossover from the spin-Peierls to a conventional Peierls situation at high pressures.Comment: 9pages, 4 figure